Publications Key Insights
Data is central to EduFinance’s work. Through rigorous data analysis and monitoring results, we are able to identify key areas of success, points for improvement and generate new ideas efficiently. In addition to publishing larger research studies, we want to share these key insights resulting from our ongoing data analysis, recognizing that lack of data is often a barrier to developing new, evidence-based innovations that can collectively benefit the global education sector.
Midline classroom observations suggest improvements in teaching practice quality, with 58% of schools recording improved year-on-year scores.
Midline classroom observations were conducted in Year 2 of the EduQuality 3-year program and found most schools (58%) with a baseline and midline had improved their average scores, ranging between 67%-42% improvement across countries.
Evidence of promising improvements in teaching practices and lesson plan use, while formative learner assessments are still underutilized
Change in teaching practice has been positive, explicitly situating the lesson within the curriculum, and making more real-life connections to learners’ lived experiences. While classroom observations found leaders over-estimate their teachers’ regular use of lesson plans, teachers observed with prepared lesson plans in class increased from 22% to 43% between Year 1 and 2. However, despite the role that formative assessments can play in adaptive teaching, only 15% of leaders report teachers use formative assessments, indicating significant room for improvement in this area.
Schools are reporting incremental improvements in school management best practices, while opportunities for further improvement are evident
Analysis of School Management data indicates a larger percentage of partner schools in the EduQuality program are now reporting use of best practices, such as improvements in new teacher recruitment practices, increased provision of feedback to learners and more awareness of families’ price sensitivity.
Schools make significant 'quick win' improvements in quality between first and second years of EduQuality programme
Schools making 'quick win' investments in the area of School Culture have increased the average self-assessment scores for 50% of schools. This includes writing behaviour management policies, setting clear rules and expectations for learners, collaborating with other schools, providing extracurricular activities and even holding more frequent staff meetings. Other more challenging areas for improvement, such as the provision of an inclusive education policy, may be more difficult to achieve in the short-term.
Partner school leaders in EduQuality, a program of Opportunity EduFinance, complete school self-assessments annually by scoring their school on 18 domains of education quality. Analysis from two years of data found 50% of schools reported improvements and a further 36% remained stable year-over-year.
Despite overwhelming challenges that Uganda non-state schools faced during 22-months of in-person learning closures mandated by the government, 94.8% of the EduQuality partner schools have reopened to students in January 2022.
Baseline classroom observations found only 32% of classes scored >70% in teaching practice quality, highlighting opportunities for improvement
Opportunity EduFinance analysed 468 baseline classroom observations taken at partner EduQuality schools between late 2020 and 2021. Observations evaluate student engagement and teaching approaches aligned with best practice techniques shared in EduQuality Teacher Mentor Professional Development sessions.
More EduQuality partner schools are demonstrating an increase in effective school management practices
Survey data collected from affordable non-state school leaders in the Education Quality program shows early evidence of more schools beginning to use effective school management practices.
Opportunity EduFinance has developed a country-specific framework to define a ‘low-fee non-state school.'
A new report published by the World Bank demonstrates the ongoing gap in access to childcare & preschool, and the role that is left to the non-state sector to fill if given adequate access to capital to grow.
Data from Rwanda schools in the EduQuality program shows school owners with loans have overwhelmingly invest in productive assets, increasing cashflow, sustainability and the capacity to improve the quality of education.
EduFinance surveys found that most school stakeholders have been negatively affected by this pandemic, facing significant income decline.
Survey data shows 77% of Rwanda school leaders reported using both Facebook and WhatsApp to access EduQuality content on school crisis management, and 95% used the digital EduQuality Pathways to Reopening guide.
Data shows schools that have taken School Improvement Loans are improving their education quality self-assessment scores at a 19.5% faster rate than those who are not banking with a financial institution.
Opportunity EduFinance financial institution partners have generated $56 million worth of additional future annual income for students through disbursements of School Fee and Tertiary Tuition Loans, meaning parents and students recoup 47% of their investment annually.
For every US$1 invested in EduFinance Technical Assistance, financial institutions lend US$64 on average
Analysis finds spend on EduFinance technical assistance leverages limited resource to provide greater child impact through education lending
School leaders report struggling to balance their concerns about their finances with the welfare of staff and ability for children to learn while at home
Connectivity rates for schools highlight the need for a broad approach to support learning during school closures in low tech / low resource environments.
EduQuality schools access more loans & have lower portfolio at risk than school borrowers not in the program
Evidence suggests the Education Quality program drives longer-term relationships between school owners and financial institutions.
There is evidence of lower risk lending to parents when School Fee Loans are run through the EduFinance Credit Algorithm.
Affordable private school owners accessing loans achieve higher rates of girls' enrolment and employ more female teachers in EduFinance partner schools enrolled on the EduQuality program in Uganda.